http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
A Comparative Analysis of Elementary English Classroom Characteristics in Korea and Japan
김수련 한국응용언어학회 2014 응용 언어학 Vol.30 No.2
The aim of this study is to investigate and compare the present elementary school English education circumstances in Korea and Japan in terms of the similarities and differences of the pedagogical practices as well as of the teachers’ pedagogical views on teaching English to young learners. Questionnaires, observations, and interviews were employed in order to gather the quantitative and qualitative data. The five major findings indicate the following: a) practicing CLT in both countries was similar, but in Japan, JLTs (Japanese assistant language teacher) helped the main teacher and students; b) the use of materials and activities was similar, but Korean teachers preferred CD-ROMs, whereas they were not popular with Japanese teachers; c) the majority of Korean and Japanese teachers did not favor exclusive L2 use; d) while Korean teachers highlighted the key target language sentences in the initial phase of class, Japanese teachers did not require students to be aware of them; e) teachers in both countries had a different attitude in generating student motivation. In the final section, this study has attempted to provide implications for the future education of both countries.
의미 구어유창성 과제의 실시시간에 따른 경도인지장애 하위유형의 변별력
김수련 한국청각언어재활학회 2018 Audiology and Speech Research Vol.14 No.1
Purpose: Semantic (e.g., animal category) verbal fluency (SVF) tasks are widely utilized to measure subtle cognitive and language impairment caused by aging and neurological diseases. Mild cognitive impairment (MCI) regarded as transitional stage in aging with increased risk of incident dementia might show differential performances on SVF tasks according to MCI subtypes and different administration time. Methods: Three MCI subtypes of amnestic single-domain MCI (asMCI), amnestic multi-domain MCI (amMCI), non-amnestic MCI (non-aMCI), and age- and education-matched normal elderly (NE) participated in this study. Both the SVF tasks with 60- and 30-second administration time were conducted to four groups. Results: In 60-second SVF tasks, patients with amMCI and non-aMCI exhibited significantly lower performances than NE, but asMCI did not. In contrast, no significant differences were observed in 30-second SVF tasks between the groups. In receiver operating characteristics (ROC) curve analysis, 60-second SVF task showed fair discriminant power between amMCI and NE [area under ROC curve (AUC) = 0.779] as well as between non-aMCI and NE (AUC = 0.733). Conclusion: The results indicated that subtle cognitive decline of MCI might not be revealed during short administration time because automatic access for lexico-semantic process during the initial phase of SVF task is relatively preserved. The present study suggests that 60-second SVF tasks are useful to differentiate amMCI and non-aMCI groups from NE, but not asMCI.
Effect of Daily Communication Behaviors on Cognitive and Language Abilities of the Elderly
김수련,김향희 한국청각언어재활학회 2017 Audiology and Speech Research Vol.13 No.3
Purpose: The International Classification of Functioning, Disability, and Health can be utilized to measure individual health. Although ‘activity’ is one of the components of health, no studies have investigated the frequency of participation of the elderly in daily communication activities, such as talking, reading, and writing. We examined the daily communication behaviors of normal elderly subjects and their effects on cognitive and language test performance. Methods: Normal elderly subjects (n = 456) over 60 years old completed a questionnaire on how often they thought that they talked/read/wrote in their daily lives. Also, they were administered the Korean Mini-Mental State Examination, Controlled Oral Word Association Test, Short Form of the Korean version-the Boston Naming Test, and Sentence Comprehension Test. Results: About 50% of the participants reported that they seldom talked, read, and/or wrote daily. The more frequently that the participants reported daily talking, reading and writing, the better they performed on cognitive and/or language tests. Daily writing influenced the test results the most, which suggested that writing behavior was closely related to all four cognitive/language tests. Conclusion: These results suggested that daily active communication behaviors play major roles in the cognitive and language abilities of the elderly.